Physical Students Research Articles

Development of Learning Media based on Kinovea Application in Biomechanics Course

This study aims to facilitate Physical Education Study Program students with the renewal of learning media based on the kinovea application, especially in biomechanics courses which not only learn theoretically but have elements of measurement and analysis of motion in humans, this study uses research and development methods using bolt and galt designs. 8 stages. The subjects of this study were physical education students in semester 5, the results showed that the level of validation of learning media from material experts and media experts was 4.13 eligible categories and 3.3 eligible categories. The results of the small scale trial show an average value of 4.1 with the Eligible category. The results of large scale trials show an average value of 3.45 in the appropriate category. Based on the results at the validation stage and small-scale and large-scale trials, this study resulted in a kinovea application-based learning media in the biomechanics course of the Bengkulu University physical education study program.

Development of Guided Inquiry based on Blended Learning (GIbBL) Teaching Module for Physics in the Independent Curriculum

This study aims to develop a teaching module with a guided inquiry model based on blended learning (GIbBL) that can be applied in the independent curriculum. This kind of research uses the ADDIE development paradigm, which consists of the following steps: 1) Analysis, 2) Design, (3) Development, 4) Implementation, and 5) Evaluation. Due to time constraints, the teaching module in this study was only develop to the development stage. The feasibility of the teaching modules was assessed through expert validation tests and practicality tests, which involved gathering responses from research subjects. The subjects of this study were physics teachers and students of class XI SMAN 7 Banda Aceh. The data collection technique employed in this study utilized a questionnaire instrument, comprising a material and learning design expert validation questionnaire, as well as a teacher and student response questionnaire. Data analysis involved percentage descriptive analysis. The results of the material expert validation test demonstrated a percentage of 93,25%, while the learning design expert validation test yielded 91,5%, both falling within the "very valid" category. Furthermore, the teacher response test resulted in a percentage of 96,2%, and the student response test amounted to 88%, both categorized as "very good." Based on the research findings, it can be concluded that the guided inquiry based on blended learning (GIbBL) teaching module is deemed feasible for application in the learning process within an independent curriculum.

전문대학교 물리치료과 학생의 대면수업과 비대면 수업의 수업태도, 수업 만족도 및 자기조절학습능력의 비교

전문대학교 물리치료과 학생의 대면수업과 비대면 수업의 수업태도, 수업 만족도 및 자기조절학습능력의 비교

A Study on the Influence of PBL Class on Physical Therapy Student’s Creative Problem Solving Competence, Class Participation and Self-Efficacy: Focusing on the Therapeutic Exercise & Practice Subject

A Study on the Influence of PBL Class on Physical Therapy Student’s Creative Problem Solving Competence, Class Participation and Self-Efficacy: Focusing on the Therapeutic Exercise & Practice Subject

전문대학 체육계열 학생의 셀프리더십이 진로준비행동에 미치는 영향: 학습몰입의 매개효과

전문대학 체육계열 학생의 셀프리더십이 진로준비행동에 미치는 영향: 학습몰입의 매개효과

INFLUENCE OF RESEARCH ATTITUDE ON STUDENTS’ ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL APPROACH

The existing study aimed to scrutinize the impact of research attitudes on students' academic achievement. The researcher delineated measures of the research attitude and academic achievement of health and physical education students enrolled in research, the relationship between research attitude and academic achievement of health and physical education students enrolled in research, and analyzed the effects of research attitude upon academic achievement of health and physical education students enrolled in research. The study focused on the population of both private and public sector universities in KP, Pakistan. The sample comprised male and female students in the field of physical education who were actively involved in research activities. Data collection utilized an adapted version of the Attitude towards Research (ATR) instrument. A cross-sectional approach was employed for data gathering, and the researcher applied inferential statistics for data analysis. The findings revealed a negative correlation between research attitudes and academic achievement. Moreover, the study uncovered adverse effects of research attitudes on the academic success of health and physical education students enrolled in research programs.

Predicting Physics Students’ Achievement Using In-Class Assessment Data: A Comparison of Two Machine Learning Models

Data is the primary source to scaffold physics teaching and learning for teachers and students, mainly reported through in-class assessment. Machine learning (ML) is an axis of artificial intelligence (AI) study that immensely attracts the development of physics education research (PER). ML is built to predict students’ learning that can support students’ success in an effective physics achievement. In this paper, two ML algorithms, logistic regression and random forest, were trained and compared to predict students’ achievement in high school physics (N = 197). Data on students’ achievement was harvested from in-class assessments administered by a physics teacher regarding knowledge (cognitive) and psychomotor during the 2020/2021 academic year. Three assessment points of knowledge and psychomotor were employed to predict students’ achievement on a dichotomous scale on the final term examination. Combining in-class assessment of knowledge and psychomotor, we could discover the plausible performance of students’ achievement prediction using the two algorithms. Knowledge assessment was a determinant in predicting high school physics students’ achievement. Findings reported by this paper recommended open room for the implementation of ML for educational practice and its potential contribution to supporting physics teaching and learning.

Penerapan Model Project Based Leraning Melalui Lesson Study dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik

This research was conducted because there was still a low level of critical thinking skills of students in learning Physics. The purpose of this study was to see the improvement of students' critical thinking skills through the application of project-based learning model. The subject of the research is class XI MIPA 2 at SMAN 3 Selong which consists of 18 students. The instruments in this study consisted of observation sheets, student worksheets, and critical thinking skills test sheets. From the results of the study it was found that the critical thinking skills of students showed an increase in each cycle with the application of the Project Based Learning model. Thus it was concluded that this Classroom Action Research was categorized as reaching the target in the second cycle.

Influences on the Decision-Making of Selected Physical Therapy Students in a Public University in Choosing Their College Course

High school students are always excited about their college years. But behind the feeling of excitement is an indecisive and anxious mind. College can help students understand who they are and what they want to do in the future. It can also help them become a better version of themselves. The study intends to determine if family, friends, and in-demand jobs are some of the variables considered by students when choosing a college course. Results show that students who have a common interest in a course create more discussion about the topic, making it easier for them to decide. Peer influences have shown limited influence among respondents in terms of choosing a college and eventually choosing a course. Students also think of the availability of jobs, employment opportunities, and job requirements as significant factors in choosing their courses.

Enhancing social skills: Reliability and validity of the Indonesian version of SSIS-RS among physical education students

Background Problems: Social skills development is increasingly important in education as it impacts students’ social interactions, good relationships, and academic success. However, in the digital age, changing social dynamics are driving educators and researchers to recognise the importance of valid and reliable tools to assess and develop social skills, including in primary, secondary, and tertiary schools. Research Objectives: This study aims to discuss the process of adapting an instrument to assess adolescent social skill in higher education, highlighting the key considerations and steps involved in its development. Methods: The research method used was quantitative research. The population in this study were 1st semester physical education students, the sampling technique was purposive sampling, and the sample size was 118, data were discussed with Pearson and Cronbach. The English version of the SSIS-RS was translated according to international guidelines into Indonesian. Content validity was verified by an expert panel and our instrument was then administered to the two sample physical education classes. SPSS version 27.0 (SPSS Inc, Chicago, IL) was used to perform all analyses in this study. Findings and Results: The results of the instrument validity test using Pearson correlation showed that 45 statement items were valid (r count > r table) of 46 statement items. It could be concluded that the Indonesian version of the SSIS-RS instrument had achieved adequate group validity. Cronbach alpha ranged from 0.888-0.893, indicating adequate internal consistency. Conclusion: The Indonesian version of the SSIS-RS instrument was said to be a valid and reliable tool for assessing students' social skills in physical education learning, so that it becomes a reference instrument when measuring affective learning abilities. The importance of social skills possessed by students because it is a predictor of academic and future success.

Down to the bone: a pilot study into the effectiveness of 3D versus 2D learning in anatomy education.

Possessing excellent anatomical knowledge is crucial for every health care trainee, including medical and physiotherapy students. Hands-on sessions in the dissection class form the cornerstone of anatomy education. Recent years increasing student numbers and decreased availability of time within the anatomy dissection room, forces the development of alternative teaching methods to use the dissection class as efficiently as possible. Most alternatives include video recordings and books (2D), but also 3D high-fidelity models (3D-HFM). These are anatomically accurate, morphable and dynamic 3D models that result from scanning cadaveric specimens. It is assumed that 3D-HFM have some learning benefits over 2D-models. Development of 3D-HFM is a cost- and time-consuming task and the effect of 3D learning into anatomy education needs to be further evaluated before it can be properly integrated into the program. Therefore, a pilot study is set-up to investigate the learning effect of manipulable 3D-HFM.
 The pilot study focuses on the effect of using static 2D atlas-type models (2D-ATM) versus manipulable 3D-HFM on learning processes and outcomes when studying and preparing for hands-on osteology of the skull in first-year physical therapy students. 10 students will be randomly assigned into 2 groups (n=5). Students will be invited one-by-one to the Antwerp Social Lab. After having measured their prior anatomy knowledge and spatial ability, students will watch a knowledge clip explaining the basics of the skull. Then, depending on the condition, students are given either static 2D-ATM or manipulable 3D-HFM to study (as if for an exam) the osteology. While learning, students’ eye movements and electroencephalography (EEG) are collected to capture students’ cognitive load. Log data of their actual manipulation of the 2D-ATM or 3D-HFM is collected as well. When finished, students are given a post-test that maps their anatomical knowledge about the osteology of the skull using (1) nominal questions on pictures and x-rays, and (2) more complex questions capturing students’ insight. Finally, a practical test on a physical skull bone is administered that requires students to recognize certain structures and underlying relationships. 
 
 This pilot will form the basis of a broader research into innovation in anatomy education. Further research is needed to investigate to what extent online 3D-HFM are appropriate to improve the learning process and outcome compared to 2D-ATM. These studies should also examine the effect of 3D-HFM can compensate for the decreased time spent in the dissection room.

What are the learning styles, Multiple Intelligence, and Emotional Intelligence of first-year physical education teaching students?

El objetivo del presente estudio fue relacionar los estilos de aprendizaje, habilidades emocionales y múltiples con el rendimiento académico en estudiantes de primer año de la carrera pedagogía en educación física de una universidad de Santiago de Chile. Metodología: de tipo cuantitativa, no experimental de corte transversal. La muestra estuvo constituida por 84 estudiantes (20 mujeres y 64 hombres). Para evaluar los estilos de aprendizaje se utilizó CHAEA-36 y el Inventario Herrmann de Dominancia Cerebral, también se aplicó el Inventario de Inteligencias Múltiples (IAMI-R), el Inventario de Inteligencia Emocional y para el rendimiento académico, el acta de notas de las asignaturas cursadas en el primer semestre por el estudiantado. Resultados: se encontraron correlaciones medias bajas entre el estilo de aprendizaje activo con el rendimiento académico (r=-0,235) y la dominancia B se relaciona positivamente con las calificaciones (r=0,270). Conclusiones: son necesarios futuros estudios con un diseño longitudinal y experimental, ya que existen algunas habilidades claves para un docente integral que se debería intervenir desde los primeros años de formación.

Impact of an integrated clinical experience on Doctor of Physical Therapy students: a qualitative study

Purpose: Integrated Clinical Education (ICE) complements didactic material within educational programs, providing an in- person, hands-on experience in coordination with traditional instruction. Different models of ICE are described in the literature, which consists primarily of descriptions and program assessments of these experiences. The purpose of this study was to enhance the literature by applying rigorous methodology to gain a rich understanding of the student’s perspective of the process and impact of ICE on Doctor of Physical Therapy (DPT) students working with older adults, a population not yet rigorously studied. Methods: A convenience sample of 19 DPT students participated in this study. A descriptive phenomenological approach obtained the perspectives of DPT students engaged in this ICE. Researchers conducted six focus groups using a video chat format following the ICE. Results: Five themes emerged from the thematic analysis of focus group transcriptions: transformation, circular learning, role of relationships, rollercoaster of emotions, and perceived perks for older adults through the students’ perspective. Conclusion: Findings are consistent with the literature and support ICE as a complement to didactic learning, especially for those skills that are challenging to teach in the classroom. This study added to the literature by identifying relationship building and circular learning as essential components of ICE. Students also identified and resolved implicit biases previously held about older adults. Further research is warranted to deepen an understanding of these findings, with a mixed-method approach to gather quantitative data to link the ICE process with outcomes.

Exam Review Versus Categorical Feedback: Which Improves Scores by Doctor of Physical Therapy Students?

Introduction. Feedback after computer-based assessments is essential to the learning process. Options include knowledge of results (KR), knowledge of correct results (KCR), and elaborated feedback (EF). This study aimed to identify whether specific or broader forms of postassessment feedback optimize physical therapist students' computer-based assessment scores. Review of Literature. Health care educators have various types of feedback they can provide to students. Educators may consider the need for exam integrity and increasing student engagement when determining what type of feedback to deliver. Elaborated feedback seems to be most effective in higher-order learning objectives than KCR or KR to improve learning outcomes and can be delivered in clear and engaging ways for students while maintaining exam integrity. Subjects. Forty-nine first-year Doctor of Physical Therapy students. Methods. This study was a quasi-experimental design. Students were given a feedback form postassessment: secure exam review with note sheet (KCR) or Strengths and Opportunities Report (EF). Students repeated assessments on the same content (mix of repeat and related items). Exam scores and question performance were analyzed with linear and logistic regression. Students were surveyed about feedback preferences. Results. After adjusting for differences in the initial exam scores and graduate Grade Point Average, KCR improved retake exam scores (confidence interval [CI95] = 0.07–1.82 percentage points). Knowledge of correct results was more effective than EF for repeated questions (RR = 1.53, CI95 = 1.12–2.09, P = .0031). Knowledge of correct results and EF were similarly effective for related questions (RR = 1.01, CI95 = 0.76–1.33, P = .9997). Most students (89.75%) preferred KCR. Discussion and Conclusion. Compared with EF, KCR provided modest improvements on follow-up exams, specifically on repeated questions. Because students are unlikely to encounter repeated questions on licensure exams, EF may be an excellent choice to balance exam integrity and feedback quality.

Diet Inflammatory Index among Regularly Physically Active Young Women and Men.

Recently, special attention has been paid to the relationship between diet and inflammation in the body. A factor that influences both diet and inflammation is physical activity. The aim of this study was to assess the inflammatory potential of the diets of young people engaging in regular physical activity. The participants were physical education students (n = 141 men and n = 151 women). The measurements included basic anthropometric parameters and a 4-day nutritional history from which the dietary inflammatory index (DII) was calculated. The average DII for female students was 2.09 ± 1.52, and that for male students was 0.21 ± 1.69. Consumption of all macro- and micronutrients was significantly higher among women and men with the lowest DII value (corresponding to an anti-inflammatory diet). The female and male students consuming anti-inflammatory diets were characterized by greater lean body mass (LBM), and, for the male students, a lower body fat content, compared to those whose diets were pro-inflammatory. Young and regularly physically active people are also exposed to the pro-inflammatory nature of their diets, whose long-term effects may lead to health problems.

Empowering Tomorrow's Healers: Assessing Knowledge and Attitude Regarding CPR Training among Final-Year Doctor of Physical Therapy Students in Karachi-Cross Sectional Study

Background: Cardiopulmonary resuscitation (CPR) is a critical skill for healthcare professionals, including physical therapy students. Despite its importance, there is a gap in research regarding the CPR knowledge of these future professionals. This study aims to assess the level of CPR knowledge and attitudes among final-year Doctor of Physical Therapy (DPT) students. Objective: The primary objective of this study was to evaluate the CPR knowledge, confidence in performing CPR, and attitudes towards CPR training among final-year DPT students in Karachi. Methods: A cross-sectional study design was employed, using a non-probability convenience sampling technique. Data were collected from 101 final-year DPT students using a validated questionnaire adapted from previous studies. Statistical analysis was conducted using SPSS version 23, focusing on descriptive statistics such as frequency and percentage. Results: While all participants were aware of CPR, only 49.5% believed their knowledge was adequate. About half of the students had previously taken a CPR training course, yet only 27.7% had done so within the past year. In situations requiring CPR, 50% of those who had faced such scenarios did not perform it, primarily due to nervousness. Approximately 69.3% knew the correct sequence of CPR, and 85% were willing to perform CPR on anyone if necessary. Conclusion: The study reveals a significant gap in confidence and practical knowledge of CPR among final-year DPT students. Despite a high level of initial awareness, there is a need for regular, updated training to build proficiency and confidence in CPR. Integrating CPR training into the DPT curriculum and promoting regular retraining could be key strategies for improving CPR skills among future physical therapists.

Attitudes of Latino Students Toward High School Physical Education

ABSTRACT The attitudes physical education students have about the subject influences their level of engagement in and out of class as well as their overall physical activity, which impacts their health and well-being. This study examined the attitudes of Latino high school students toward physical education, specifically to understand how their attitudes were associated with their English comprehension, gender, age, ethnic heritage, and place of birth. The Student Attitude toward Physical Education instrument was administered to participants to measure their attitudes. Data were analyzed using multivariate analysis of variance (MANOVA), stepwise discriminant function analysis (DFA), and analysis of variance (ANOVA). Latino high school students (n = 1003) from public schools in a large city participated. Enjoyment curriculum and total enjoyment were the main predictors of attitude, and they varied significantly by ESL class enrollment, place of birth, and primary home language. The results indicate that these variables may interact with attitude.

SUCCESSFUL LEARNING EXPERIENCES OF OT AND PT STUDENTS: ENGAGING OLDER ADULTS IN THE USE OF ASSISTIVE DEVICES

Abstract The Arkansas Colleges of Health Education and the Arkansas Geriatric Education Collaborative collaborated on a project to use an authentic teaching/learning approach with occupational and physical therapy students about the use of assistive technologies (AT) through educating older adults. Twenty occupational and physical therapy students were mentored by faculty/staff to collaborate with community-dwelling older adults to research, develop, and disseminate 27 video vignettes shared via Facebook. The vignettes included demonstrations using AT for self-care, home management, community engagement, and leisure participation to help older adults live safely and independently. Through this authentic learning approach, the students learned about the use and benefits of AT, interprofessional practice, and the importance of collaborating with older adults. Viewers of the videos were encouraged to seek further information, providing yet another opportunity for students to acquire additional information about how to secure AT and engage with older adults. Focus groups of faculty & staff involved in the project were held to determine student learning themes arising from this project. Through these focus groups, faculty/staff expressed that students • conveyed AT recommendations without prompts for clients served in the ACHE on-campus clinic; • demonstrated a greater understanding of available non-medical AT; • revealed greater comfort levels working with older adults; • gained an appreciation and understanding of each other’s disciplines; • attained professional development goals. It was also noted that faculty involved in the project appreciated the authentic nature of the teaching approach as opposed to more traditional teaching styles such as lectures.

Connecting Older Adults and Doctor of Physical Therapy Students Through a Community-Based Exercise Program: A Qualitative Study

ABSTRACT The purpose of this qualitative study was to develop an understanding of the perspectives of older adults regarding their experiences participating in a service learning project with doctor of physical therapy students engaged in an integrated clinical experience (ICE). The students designed and implemented individualized fitness plans for older adult participants. A descriptive phenomenological approach obtained the perspectives of 16 older adults. Six themes emerged from the thematic analysis: blending of the generations, it motivated me, I can do it now, mental and social boost, program tailored to me, and learn and modify habits. Participant interviews highlighted how older adults valued the relationships with students, and how the intergenerational environment of the program benefited their physical, social, and mental well-being. These findings support existing literature on intergenerational programs, but this is one of the few studies that looked specifically at an intergenerational ICE experience from the perspective of the participants.

The Effect of Implementing the Contextual Teaching Learning (CTL) Approach on the Formation of Students' Physics Behavior

Purpose of the study: This research aims to determine the effect of implementing the Contextual Teaching Learning (CTL) approach on the formation of junior high school students' physics behavior.
 Methodology: This research is quantitative research with associative causal type. The total research sample was 69 students with a sampling technique using purposive sampling. The instruments used in this research were questionnaires and interviews. The data analysis techniques used in this research are descriptive statistics and inferential statistics.
 Main Findings: Based on the results of statistical analysis using SPSS 21, it was found that there was an influence of the application of Contextual Teaching (CTL) on the formation of physics behavior in class VIII SMP students with an influence percentage of 42%. With the regression equation Y = 45.508 + 0.363X. This means that if the CTL approach is not used in the physics learning process, the student's physics behavior score will be 45.508. Then, for every 1% increase in the level of the CTL approach, the physics behavior of class VII middle school students will increase by 0.363.l.
 Novelty/Originality of this study: The findings of this research indicate that this approach in the teaching process is important to use as a means to increase the nuances of learning in the classroom to be more meaningful. The novelty of this research is that it is useful as a means of improving physics teaching and learning strategies in the classroom in order to shape students' positive behavior.